Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects

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Abstract
Science laboratory activities within secondary science have traditionally followed prescriptive outlines both in the structure and reporting of the activity. Building on current understandings of writing to learn science strategies, a Science Writing Heuristic has been developed that encourages students to examine laboratory activities much more carefully in terms of having to justify their research questions, claims and evidence. This study reports on the implementation of the heuristic within a Year 7 biology classroom. A mixed‐method approach was used to determine whether student performance on conceptual questions improved when using the heuristic and if using a more non‐traditional write‐up of laboratory activities was beneficial for students in terms of learning. Results indicate that students who used the Science Writing Heuristic performed better as a group than students who did not, and that students who completed a textbook explanation as a write‐up performed better as a group than those who completed a more traditional write‐up format. Student interview responses indicate a development of understanding of science inquiry and an awareness of cognitive and metacognitive processes needed to complete the activities.